Tikitiki School

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Tikitiki School provides education for students in Years 1 to 8. The school’s roll is 35. All learners identify as Māori. The vision of the school is Embracing Inclusivity, Growing Leaders.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success 

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.How well does the school curriculum respond to all learners needs?

Learners have sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?The school is establishing planning and conditions that support improvements in the quality of education for learners.How well does the school include all learners and promote their engagement and wellbeing?The school reasonably promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills. 

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

Reading

A large majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

A small majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

A small majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• Less than a third of learners attend school regularly.
• The school is significantly behind the target of 80% regular attendance.
• The school is developing a suitable plan to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.

Assessment

This section is about how the school assesses learner progress and achievement.

• The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress. 

• The school is developing good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Support 

During the course of this review ERO had concerns about the governance and leadership being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• A strong schoolwide culture of collaboration, led by the principal, supports teachers to be deliberate in their approach to improving outcomes for all learners.
• Staff work collaboratively to grow professional capability and a shared understanding of high-quality teaching practice through ongoing staff inquiry, that improves progress and achievement in literacy and mathematics.
• The school curriculum is strengthened through staff connecting with the local community to extend and enhance learning opportunities for students.
• The school purposefully gathers the aspirations of whānau and works alongside them to enact improvements for individual learners; whānau are supported to know and understand the delivery of the curriculum.
• Structured literacy is used well schoolwide to focus teaching and learning; the school is yet to decide which approach to structured mathematics teaching they will use. 

Key priorities

• Decide on and implement a structured approach to teaching and learning mathematics.
• Extend planning to improve regular attendance.
• Strengthen knowledge and understanding of the effective use of data to track or monitor learner progress and engagement.
• Strengthen the School Board members’ knowledge and understanding of their roles and responsibilities in educational stewardship.

Actions to bring about improvement

Within three months:

• the School Board need to review the governance work plan so that they know and understand the required assurances for legislative requirements
• leaders and teachers decide on and implement a structured approach to mathematics
• leaders, the School Board and teachers work alongside whānau to develop and implement an attendance plan to bring about necessary improvement

Every six months:

• leaders and teachers identify and implement consistent moderation and data collection practices, to ensure accuracy and validity of achievement data
• leaders and the School Board review attendance information for trends and patterns and adjust the plan as required
• leaders and teachers inquire into the impact of the structured mathematics approach and inform changes needed to teaching practice
• the School Board scrutinise how well the school is working towards strategic and annual planning priorities; including student attendance, progress, and achievement to challenge and support the principal in schoolwide improvement

Annually:

• leaders and teachers use reliable data to monitor and review the effectiveness of actions taken to accelerate learners’ progress and achievement in reading, writing and mathematics and adapt practices or programmes where necessary
• leaders and the School Board analyse attendance data and report on the effectiveness of strategies to the school community and adjust the plan as needed.

Expected outcomes 

• Increased progress and achievement in reading, writing and mathematics.
• All students regularly attending school.
• Leadership of learning that has a positive impact on accelerating learner progress and achievement.
• Accurate data that is used to inform strategic planning and resourcing to improve outcomes for learners.

Regulatory and Legislative Requirements

This section of the report is about how the school meet regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance 

ERO has identified the following areas of non-compliance during the board assurance process:

• the board needs to receive regular reporting on the school’s compliance with Health and Safety requirements
  [Health and Safety at Work Act 2015]
• all education outside the classroom activities must meet legislative requirements 
  [Health and Safety at Work Act 2015, Education and Training Act 2020]
• for all persons that the Board employed or engaged as a paid children’s worker must be safety checked
  [Children’s Act 2014, Regulations 5 – 8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
• obtained a Police vetting every three years to any person appointed to a position at the school who is not a teacher or holder of a limited authority to teach
  [s104 and Schedule 4 Education and Training Act 2020].

The board has since addressed the areas of non-compliance identified.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide tailored support to bring about the following improvements: 

• implementing structured mathematics schoolwide
• understanding of stewardship roles and responsibilities for scrutiny, monitoring and reporting.

The next public report on ERO’s website will be a School Report and is due within 4 years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools 

15 September 2025